Teacher :

Grades 1 to 12 Teaching Date and Time :

Daily Lesson Plan Grade Level :
Learning Area :
Quarter : First
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: South and West Asian literature as an
expression of philosophical and religious beliefs; information flow in various text types;
reality, fantasy, and opinion in listening and viewing materials; word decoding
strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

B. Performance Standard The learner transfers learning by composing a variety of journalistic texts, the
contents of which may be used in composing and delivering a memorized oral speech
featuring use of properly acknowledged information sources, grammatical signals for
opinion-making, persuasion, and emphasis, and appropriate prosodic features,
stance, and behavior.
C. Learning 1. Eight Parts of Speech
Competencies/Objectives
( Write the LC Code)
II. CONTENT Noun and its type
III . LEARNING RESOURCES
A. References www.google.com
Curriculum Guide
 Learners’ Materials pages
B. Other learning Resources activity cards, charts, pictures Power point presentation
C. Value Focus
IV. PROCEDURES

A. ACTIVITIES

1. Pre- Activity (5 Minutes)

Spelling Drill
Say: We will have a spelling from the words that we have mentioned
yesterday during our discussion. Get your notebooks and number it 1-5.

 Person president
 Place Philippines
 Thing scissors
 Idea honesty
 Animal giraffe

2. Review (5 minutes)
Let us take these examples and find the meaning of the underlined words.
1. He is always cantankerous: always angry and looking for a fight.
a. Bad-tempered
b. Good-natures
c. Calm
2. Tony was scolded for displaying obnoxious attitude like talking bad words
and misbehaving inside the classroom.
a. Unpleasant
b. Charming
c. Acceptable
3. I don’t like Edo’s feral cat, but I like my friendly cat at home.

Indicator 4. Managed classroom structure
to engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities within
a range of physical learning
environments.
Indicator 2 – Evaluated with colleagues the
effectiveness of teaching strategies that
promote learner achievement in literacy
and numeracy skills
a. Friendly
b. Wild
c. Controlled
4. This painting of the landscape is picturesque, while the painting of the
house is plain ugly.
a. attractive
b. ugly
c. not interesting
d. What is meant by synonym? How about antonym
Presentation: In the previous lesson we have encountered context clues and its
different types. Today, we will have another lessons about noun and its types.
B. Activity proper (8 minutes)
Teacher Activities:
1. Remind the learners about their individual /group responsibilities
House Rules/Standards/Guidelines:
-No roaming around the classroom during the activity.
-Cellphones must be kept inside the bag.
-Cooperate with groupmates.
-Respect each opinion of classmates.
-Keep silent unless related to the activity or topic being discussed.
Activity 1-Group 1:
Directions: Give specific names of person based on the category listed below.
President-
School-
Singer-
Actor-
Movie-
Activity 2-Group 2
Directions: List 5 things that can be seen and touched, then 5 things that cannot be
seen or touched.
Activity 3-Group 3
Directions: Read the given statements and supply the missing letters to complete the
words that match the given definition.
a human figure created with snow s __ __ __ m __ __
a cat living in forests or mountains w __ __ __ c __ __
someone who is in the same class at school c __ __ __ __ m __ __ __
a cosmetic product that makes your lips look colorful l __ __ s __ __ __ __
a strip of ground for the landing and takeoff of planes r __ __ w __ __
Activity 4-Group 4
Directions: Substitute the underlined words with the words from the word pool.
The players celebrate their winning games with pizza and ice cream.
The soldiers need new supply.
The musicians enjoy performing for their fans.
The people watching the show are excited to see the play.
The birds are flying to the next tree.
-flock - audience - team -band -troop

Indicator 4- Displayed a wide range of
effective verbal and non-verbal classroom
communication strategies to support learner
understanding, participation, engagement
and achievement
 gives positive comments on the responses of
the children
 gives follow-up questions for better
understanding;
 affirms learners’ responses
 allowed learners to express their own ideas
 facilitated discussion and
 Verified positive hand gestures.
Indicator 3: Applied a range of __________Italy
teaching strategies to develop critical
and creative thinking, as well as __________ country
other higher-order thinking skills.
C. ANALYSIS / DISCUSSION
Say: Before we proceed to our discussion, let us read first the definition of
Noun.
A noun is a word that names a person, place, thing, or idea.
Activity 1.
-In the first activity, what is the difference between the given words and the words that
you have answered?
- which terms can be considered common or general? Is it the words in column A or
the words in column B?
-Which words are needed to be written with Capital letters in the beginning of the
word? Why do you think do these words need to be written in capital in the
beginning?
-When can we say that a noun is common and when can we say that a noun can be
classified as Proper noun?
Activity 2.
- What are the two distinguishing characteristics between the two set of words
that you have listed?
(Teacher lets the student read the definition of concrete noun and abstract noun
and include additional examples)
Activity 3.
-Study the words that you have formed, can we make two separate words out of
those words?
-If we separate the words into two words would their meaning be the same?
(Teacher lets the students read the definition of compound noun and include more
examples during the discussion.)
Activity 4.
- What can you observe from the underlined words in activity four, can we
consider them singular (only one) or are they many (in groups)?
- Were the words being substituted bear the same meaning with the
underlined word?
(Teacher let students read the definition of collective noun and include more
examples in the discussion.)
D. ABSTRACTION/GENERALIZATION
Say: Did you understand our discussion about the activity you did a moment
ago?
(The teacher solicits responses from the questions below).
-What is a noun?
-What are the different types of noun?
-Pick two nouns and differentiate them from each other.
E. APPLICATION
Directions: Identify each of the following nouns. On the line provided, write
COM for common noun or PRO for proper noun. Then, write CON for
concrete noun or ABS for abstract noun.
__________ school ______________ fruit
______________ people
 F. FORMATIVE ASSESSMENT

ML -
ID -

G. Agreement:

Study the 5 types of context clues for a long quiz.

Indicator 1: Applied knowledge of

content within and across curriculum
teaching areas.
(the relationship among the locations of
volcanoes, earthquake epicenters, and mountain
ranges ; S10ES Ia-j-36.2)

Designed, selected, organized

Indicator 9:
and used diagnostic, formative and
summative assessment strategies
consistent with curriculum requirements.
Prepared by:

CHECKED and OBSERVED: